[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-272823-105":59,"doc-detail-272823-en":131},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":124,"head_meta":126,"extra_data":128,"updated_unix":130},105,"en","a-study-of-minimum-competency-testing-programs-final-summary-and-analysis-report","A Study of Minimum Competency Testing Programs - Final Summary and Analysis Report","","A final summary and analysis report examines the status of minimum competency testing programs across the United States as of June 30, 1979. On-site visits collected verified program descriptions from directors of all state programs and 21 local district programs. Most programs were implemented after 1976, with reading and mathematics tested broadly and language skills tested in many states and local districts. Test types and accountability arrangements varied by jurisdiction, and results were generally reported to students, teachers, parents, administrators, and boards. Court litigation was limited to several states and key goals emphasized remediation, curriculum improvement, accountability, and skills certification prior to graduation.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-study-of-minimum-competency-testing-programs-final-summary-and-analysis-report/272823/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-study-of-minimum-competency-testing-programs-final-summary-and-analysis-report/272823.png","ImageObject",300,407,{"name":92,"@type":93},"McQueen","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-23","2026-09-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the purpose of the contract described in the report?","Question",{"text":113,"@type":114},"The contract aimed to obtain descriptive information about minimum competency testing programs for educators, researchers, and others interested in the field. It focused on program descriptions rather than program impacts.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How were the program descriptions gathered and verified?",{"text":118,"@type":114},"During spring 1979, project staff interviewed directors of all state minimum competency testing programs and 21 local district programs. Written descriptions were then sent to program directors for verification, and those verified descriptions formed the basis of the report.",{"name":120,"@type":111,"acceptedAnswer":121},"As of June 30, 1979, which subjects were most commonly tested?",{"text":122,"@type":114},"All programs tested reading and mathematics skills. Many programs also tested language skills, while only a few assessed other skills.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},272823,1789467772,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":130,"read_time":145,"preview_page_count":4},5909890329169,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","DOC0NET RBS011  \n于册·800-354  \n185…124  \nGorth,M11iam Phi11p:Porkina,Marcy \"R.  \nAUTHDR  \nA stndy of 8inimum Compotency Teting.Progre aa.FinrSu激量数r…&nd Ana1客4。Re port-   ……  \nTITLE  \nNat1onaI Evaluation systems,Inc.,Amherst,Mass.Nationa1 Inst.of Education(DH您留).  \nI NSTITUTION  \n.SPONS AGENCY  \nD,ec 79  \nPUB DATE  \n400-79-0003  \n# CONTRACT\n\n45p.;Por related documents,see TH 800350 and TM800352-353.  \nNOTE  \nNF01/PG02_plug Postage.                        \nBDRS__PRLCE  \nAcademic Standa rds:Court Litigation;Disadvanti ged;Educational 0b jectives:*Educational Tren ds;  \nDESCRIPP3RS  \nE1ementary Secondary Education:Minimum Conpetens1es;*Minimum Competency Testing:*National Surveys:Prgram Administration:Progran Evaluatiòn;*SchoolDistricts?State Legi slation:*State Prog rams:St steSch1 District Relationship:*Te stitg Progran5  \n# ABSTRACT\n\nTo portray the status of minimum competency testingprograns nationwide;as of June 30,1979,on-slte visits werecon ducted with directors of a1131 state prog rans and 20localdistrict prog rans.Most progr ans were developed since 1976;14 stateand 13 local prggrsns are fullyimplemented.The state board of'edu cation man da  d 16 state proq rams:state legislatures man dated15state programg。Seven local proar ams were stete manda ted.Court11tigation has occurred onlyin Florida,Delaware,Maryland,andNorth Crolina.Four gals were most frequen+1y cited:re nediatisn,currizulum,impro vement,accountab1ity,and certification of bssizski11s prio to graduation.A11 progfams tested reading and  \nmathenticsski11s:27 state and 151ocal programs tested langu yeskil1s,and 'a few programs tested other ski11s.  Most programs  \nincluded elenentary and hiqh school 3tudents,and.recognized spe11education and bilingusI populations.Type of test varied(in-house,coumercial or tailred),as did responsibili+y for setting stanizrisand selecting tests(state,1oca1,or shared)·A11 programs werelocs1ly administered.Mos+reported results to students,'teachers,parents,administrators,and boards.Most programs were loca 1lyfunded and staffed·by in-house currizulum or assessment specialists,not zon sultants.Scven states and four distrtcts conductedev aluations.(CP)  \n************************************************************************    Reproductions suppled by EDRS a re the best that can be made     *  \nthe or anelaocument         …  \nU5 DE严具RTMNTOFH景ALTNDUATIQN⁶W襄LF么青  \nNATIONAL INSTITUT OроосХтгон  \n--1  -[0.0MLN!   As HEEN 4FpRODtu(上()来KA(1!Y A5 R1(EIVE⁰TR0MJu(   OA(ROGAN12A1!ON ORIGINATING,1ON15(F VIEwOROPINIONSSTA1,Do NT NECE55ARTEY REPR方N1(1(1AI NATIONAt INSPrTUe OFDA1i(N,P  哮10N(R POIYRiG  \n# A Stedy of Minimum Competency Testing Programs\n\n,FINAL SUMMARY AND ANALYSIS REPORT  \n'SUBMITTED BY:  \nWilliam:Phillip Gorth,Project DirectorMarcy R.Perkins,Project CoordinatorNational Evaluation Systems,Inc.30 Gatehouse RoadAmherst;Mass achusetts 01002  \nA PROJECT SPONSORED-BY:  \nOffice of Testing,Assessment and EvaluationNati onal Institute of Education.Dr.Judith S.Shoemaker,Project Officer  \nDecember 1979  \nNOIE TO TE READER.  \nThe materials contained in this report were prepared for the.NationalInstitute of Education(NIE);Dępartment of Hea1th,Education,and Welfare,under cdntract number(400-79-0003).This contract was awarded December 15,1978,as the result of a competitivc bidding procedure,to·National Eva-luation Systems,Inc.(NES),a firm that has developed arxd.pdministered minimcm corapetency tests.under contract to State and local education agencies.  \nThe purpose of this contract was to obtain previously unavanable descrip-   tive information about minimum commetency testing programs_for the enlightenmcnt    of cducators,researchers,and others interested in this area.Information onthe consequences or impacts of these programs was not.within the scope of workfor this contract.However,NIE.is currentIy;planning a complementary study  \n·that will focus on program impacts..  \nIn obtaining the descriptive information presented here,the NES projectstaff","cbCaihjQxfPrTbMg","https://ap.wps.com/l/cbCaihjQxfPrTbMg","pdf",2027308,45,"English","# Executive Summary\n# Introduction\n# Legislative and Policy History\n## Policy History\n## Phase of Implementation\n## Associated Litigation\n# Goals and Purposes\n## General Goals\n## Specific Purposes\n# Competencies, Target Groups, and Testing\n# Standards and Standard Setting\n# Test Instruments\n# Test Administration\n# Scoring and Analysis\n# Reporting/Dissemination\n# Provisions for Special Populations\n# Program Resources\n## General Staffing\n## Funding Sources\n# Evaluation\n# Future Directions","[{\"question\":\"What is the purpose of the contract described in the report?\",\"answer\":\"The contract aimed to obtain descriptive information about minimum competency testing programs for educators, researchers, and others interested in the field. It focused on program descriptions rather than program impacts.\"},{\"question\":\"How were the program descriptions gathered and verified?\",\"answer\":\"During spring 1979, project staff interviewed directors of all state minimum competency testing programs and 21 local district programs. Written descriptions were then sent to program directors for verification, and those verified descriptions formed the basis of the report.\"},{\"question\":\"As of June 30, 1979, which subjects were most commonly tested?\",\"answer\":\"All programs tested reading and mathematics skills. Many programs also tested language skills, while only a few assessed other skills.\"}]","A Study of Minimum Competency Testing Programs - Final Summary and Analysis Report | PDF",113]